Back to EveryPatent.com
United States Patent |
5,080,591
|
Forsyth
|
*
January 14, 1992
|
Instructional globe
Abstract
An instructional globe facilitates the guided or self-directed study of
terrestrial geography. A globe-shaped body is constructed so that major
geographical features are represented on detachable appendages. Cues are
provided for the proper placement of the appendages on the surfaces of the
globe-shaped body, the cues consisting of niches, embossed or printed
shapes, or indentations, unambiguously corresponding to the appendages.
The globe-shaped body may be build up from a skeletal framework to hold a
number of blocks, the blocks together forming a spherical surface.
Appropriate portions of geographical features, or portions of cues, are
formed on the blocks. A number of means are shown for attaching the blocks
to the framework and the segments to the body. A series of embodiments
apply the invention to the problems of teaching geography to students with
varying or progressing learning skills.
Inventors:
|
Forsyth; Maria K. (63 Sterling Pl., West Boylston, MA 01583)
|
[*] Notice: |
The portion of the term of this patent subsequent to January 10, 2006
has been disclaimed. |
Appl. No.:
|
294869 |
Filed:
|
January 9, 1989 |
Current U.S. Class: |
434/147 |
Intern'l Class: |
G09B 027/08 |
Field of Search: |
434/147
|
References Cited
U.S. Patent Documents
457487 | Aug., 1891 | Bowsher | 434/143.
|
1042456 | Oct., 1912 | Manson | 434/136.
|
1523188 | Jan., 1925 | Flood | 434/147.
|
1629582 | May., 1927 | McClintock | 434/147.
|
1897580 | Feb., 1933 | Lawton | 434/131.
|
1959601 | May., 1934 | Schulse | 434/145.
|
2083988 | Jun., 1937 | Dupler | 434/131.
|
2496827 | Feb., 1950 | Tellier | 434/143.
|
2515400 | Jul., 1950 | Dupler | 434/145.
|
2537329 | Jan., 1951 | Campbell | 434/131.
|
2957251 | Oct., 1960 | Nystad et al. | 434/147.
|
3016629 | Jan., 1962 | Case | 434/147.
|
3055124 | Sep., 1962 | Gilmer, Jr. et al. | 434/132.
|
3063163 | Nov., 1962 | Dukes, Jr. | 434/131.
|
3281961 | Nov., 1966 | Tiddens | 434/131.
|
3316669 | May., 1967 | Nachbar | 273/DIG.
|
3374560 | Mar., 1968 | Forsyth | 434/147.
|
3495833 | Feb., 1970 | Wesley | 434/150.
|
3618955 | Nov., 1971 | Barnes | 434/147.
|
4115930 | Sep., 1978 | Beck | 434/151.
|
4377286 | Mar., 1983 | Constantinescu | 434/131.
|
4494935 | Jan., 1985 | Miller | 434/132.
|
4595367 | Jun., 1986 | Forsyth | 434/147.
|
4797102 | Jan., 1989 | Forsyth | 434/147.
|
Foreign Patent Documents |
452479 | May., 1968 | CH | 40/494.
|
4489 | ., 1909 | GB | 434/131.
|
10681 | ., 1989 | GB | 434/133.
|
Primary Examiner: Grieb; William H.
Attorney, Agent or Firm: Blodgett & Blodgett
Parent Case Text
REFERENCE TO CO-PENDING APPLICATIONS:
This application is a continuation-in-part of application Ser. No.
06/874,608, filed June 20, 1986, now U.S. Pat. No. 4,797,102, issued Jan.
10, 1989, which was a continuation of co-pending application Ser. No.
06/642,649 filed on Aug. 20, 1984, now U.S. Pat. No. 4,595,367, granted
June 17, 1986.
Claims
The invention having been thus described, what is claimed as new and
desired to secure by Letters Patent is:
1. An instructional globe comprising a globe-shaped body forming a
representation of the surface of the earth by a number of
information-laden, three dimensional spherical surface appendages, wherein
said appendages comprise spherical surface segments depicting geographical
features, wherein there are cues on the surface of the globe having a
profile corresponding in configuration to specific ones of said spherical
surface segments, and wherein there are interengageable attaching means
for removably attaching said appendages to said globe-shaped body a
substantially unlimited multiplicity of times at their appropriate cues in
manners and positions to visually or tactically reinforce spherical
geographical concepts of the world.
2. An instructional globe according to claim 1, wherein said cues are
indentations, and said spherical surface segments are formed of resilient
material such that each of said spherical surface segments can be snapped
into its corresponding cue.
3. An instructional globe according to claim 1, wherein the globe-shaped
body is in the form of a hollow or skeletal structure comprised of
longitudinally and latitudinally-crossing ribs disposed at a spacing
corresponding to predetermined angles of longitude and latitude, and said
ribs or the spaces between the ribs defining said cues within which said
appendages are removably received.
4. A hollow instructional globe according to claim 1, wherein said
globe-shaped body is comprised of a transparent or translucent material
and wherein the appendages are transparent or translucent and are
removably attachable to the surface of the sphere in positions
representing the continental areas.
5. An instructional globe comprising a globe-shaped body according to claim
1, further comprising an axial shaft supporting the globe-shaped body for
rotation about a polar axis and a base to which one end of the shaft is
fixed in an upright position.
6. An instructional globe according to claim 1, wherein the globe-shaped
body has raised or indented ribs corresponding to the lines of longitude
and latitude.
7. An instructional globe according to claim 1, wherein said globe-shaped
body is comprised of two translucent or transparent hemispherical members
which define the north and south hemispheres of the earth, means at the
diametral edges of the hemispherical members for detachably joining said
hemispherical members, and means mounting the hemispherical members to the
shaft.
8. An instructional globe according to claim 7, wherein the globe-shaped
body is hollow and includes therein at least a sector of a disk, the disk
being concentric with the axis of the globe and removably attachable to
either the shaft or the globe-shaped body, said disk carrying
representations of the strata of the earth's interior.
9. An instructional globe according to claim 8, comprising a hemispherical
shell encompassing one-half of the globe-shaped body and mounted to the
shaft by means permitting relative rotation of the globe-shaped body and
the shell, said shell having a diametrical edge in a plane perpendicular
to that of the elliptic.
10. An instructional globe according to claim 9, wherein there is means for
detachably attaching the hemispherical shell to the shaft.
11. An instructional globe according to claim 1, comprising a globe-shaped
body embodying raised crossing ribs representing lines of longitude and
latitude, said ribs defining a plurality of concave-convex polygonal
windows and a plurality of concave-convex, polygonal blocks, each adapted
to fit closely in a corresponding one of the concave-convex, polygonal
windows, each block having an upper portion defining a top surface bearing
a geographically significant representation which is relatively
positionally appropriate when the blocks are fitted into their
corresponding windows and a lower portion defining means for removably
securing the block in its corresponding window.
12. An instructional globe according to claim 1, wherein each appendage
represents a geographically significant, positionally appropriate portion
of the globe.
13. An instructional globe as recited in claim 1, wherein said globe-shaped
body has areas representing oceans and wherein said area representing
oceans have embossed engraved, imprinted, or three-dimensional
representations showing waves.
14. An instructional globe according to claim 1, wherein the
interengageable attaching means comprise holes in the globe-shaped body
and the appendages are provided with pegs fixed to their inner sides for
engagement with said holes for removably attaching the appendages to the
globe-shaped body.
15. A globe-shaped body according to claim 1, wherein the globe is provided
with imprinted or engraved outlines and there are appropriately configured
appendages detachably attached to the spherical surface in the areas
defined by said imprinted or engraved outlines.
16. An instructional globe according to claim 1, wherein land areas are
formed in a stylized manner and magnified so that they are easily
understood.
17. An instructional globe according to claim 1, wherein the segments are
comprised of a transparent or translucent material.
18. An instructional globe according to claim 1, wherein a removably
attachable arcuate frame is employed depicting the angular extent of the
climatic zones.
19. An instructional globe according to claim 3, comprising a combination
of a globe-shaped body in the form of a hollow or skeletal structure
having well-defined poles comprised of longitudinally and
latitudinally-crossing ribs disposed at a spacing corresponding to
predetermined angles of longitude and latitude and a series of
semi-spherical wedge-shaped segments representative of the distance
between degrees of longitude said segments collectively defining a
spherical surface when placed over the globe-shaped body and wherein there
are outlines or maps drawn on the surface of said semi-spherical elements
which define land and sea areas and wherein said elements are removably
attached to the framework by means provided at the poles.
20. An instructional globe according to claim 18, wherein said spherical
triangles are removably attached to the globe-shaped body with their
apices at the poles and their bases at the equator.
21. An instructional globe as recited in claim 1 forming a representation
of the earth by a number of three-dimensional spherical surface appendages
which magnify the topography of the earth several times to simulate an
aerial view of the earth, and wherein said appendages depict land areas.
22. An instructional globe as recited in claim 3 forming a representation
of the earth by a combination of a hollow or skeletal sphere having raised
or indented parallels and meridians and a number of information laden
three-dimensional blocks wherein the spaces between the parallels and
meridians comprise mechanically interengageable means detachably attaching
the blocks to globe shaped body at its appropriate location.
23. An instructional globe according to claim 22, wherein the attachment of
said blocks produces indentations representing parallels and meridians.
24. An instructional globe according to claim 22, wherein the spherical
three-dimensional blocks collectively constitute a spherical surface.
25. An instructional globe according to claim 22, comprising a spherical
structure embodying a spherical exterior surface containing recesses for
removably receiving spherical surface segments, each segment having an
exterior three-dimensional surface representing the area of the structure
to which each of the segments is to be removably attached.
Description
BACKGROUND OF THE INVENTION
A portion of the disclosure of this patent document contains material which
is subject to copyright protection. The copyright owner has no objection
to the facsimile reproduction by anyone of the patent document or the
patent disclosure, as it appears in the Patent and Trademark Office patent
file or records, but otherwise reserves all copyright rights whatsoever.
Learning geography, especially on a global scale, involves the exercise of
a great deal of spatial imagination, often in three dimensions. The
ability to use this kind of imagination is usually crude in the very young
and must be slowly nurtured and developed during the educational process.
Moreover, in the early stages of the development of the necessary skills,
different children utilize different learning modalities. Even the same
child at different levels of development may use different modes. An
acceptable general method of developing this skill is to begin with the
examination of highly concrete representations of many geographic and
geometric concepts, using aural, visual, and tactile reinforcement. A
comfortable familiarity with such concrete representations lays a
foundation for the development of a more abstract framework in which a
student may organize the concepts involved.
To this end, educators have developed a number of visually or tactually
stimulating models of geographical phenomena, such as relief maps and
variations of the well-known terrestrial globe. Many of these devices are
suitable for a form of programmed teaching in which a terrestrial globe is
built up piece-by-piece from a large number of separate parts in the form
of a kit. An example of such a device is disclosed in my own U.S. Pat. No.
3,374,560.
These modules fall short of the ideal teaching aid in a number of respects.
For instance, many of the prior devices miss an opportunity to interest
the very young by lacking a sufficient element of "play". On the other
hand, terrestrial globes have been made in the form of puzzles in which
the element of play has defeated the educational value of the device. In
such cases, there is insufficient direct visual or tactile reinforcement
of geographical ideas. Some of the prior terrestrial globes allow the
placement of component parts in geographically inconsistent positions,
thereby reinforcing inaccurate geographic relationships. Many such globes
can be assembled only by a person already familiar with terrestrial
geography, offering no assistance to the untutored student who is working
or playing alone. Further, the means used to attach component parts to
these globes have tended to be either unreliable or overly complicated for
a young person whose hand/eye coordination is not fully developed. In
general, prior globes have been designed with insufficient attention to
the differing cognitive and perceptive levels, learning modes, and
coordination ability of different age groups and individuals. These and
other difficulties experienced with the prior art devices have been
obviated in a novel manner by the present invention.
1. It is, therefore, an outstanding object of the invention to provide a
teaching aid in the form of a terrestrial globe which may be partially
assembled by the student or teacher in an interesting and pleasing manner,
in order to reinforce the geographical ideas involved.
2. Another object of this invention is the provision of a teaching aid in
the form of an instructional globe having sufficient elements of play to
hold the interest of a distractible young student.
3. A further object of the present invention is the provision of an
instructional globe which may be partly assembled by a geographically
naive student by means of a series of visual or tactile cues to the proper
placement of the component parts.
4. Another object of the present invention is the provision of an
instructional globe with the flexibility to be used to teach either
several students at different ability levels or a single student with
progressing abilities and changing learning modalities.
5. It is another object of the instant invention to provide an
instructional globe which may be partially assembled by means which are
reliable and easily manipulated without requiring highly developed
coordination.
6. A further object of the present invention is the provision of an
instructional globe which is simple in construction, inexpensive to
manufacture, and capable of a long life of useful service with a minimum
of maintenance.
With these and other objects in view, as will be apparent to those skilled
in the art, the invention resides in the combination of parts set forth in
the specification and covered by the claims appended hereto.
SUMMARY OF THE INVENTION
Generally, the invention is an aid for the teaching of physical and
political geography which appeals to the tactile and visual senses, and
consists of a globe-shaped body and a number of information-laden
appendages attached to the body in manners and in positions to visually or
tactilely reinforce geographical habitat concepts of the world. In an
embodiment for the very young, the globe-shaped body has simulated waves
in the oceans. The waves comprise convolutions on the surface of the
oceans. Sculpted, etched, engraved or merely embossed representations of
waves may also be used. The appendages are detachable to allow partial
assembly as part of the learning process. In an embodiment for the very
young, the appendages may consist of medallions bearing images having
geographical significance. The medallions are removably attached to the
globe-shaped body in a pivoting manner to move in an oscillating mode in
response to rotation of the globe-shaped body.
A more advanced embodiment consists of a globe-shaped body with appendages,
the appendages alternatively (or in addition) comprising a number of
spherical surface segments, shaped, in outline, like major geographical
features of a terrestrial globe such as continents and ocean currents. In
the preferred embodiment, the segments are three-dimensional and highly
stylized. A variety of means are provided for removably attaching the
surface segments to the body at their geographically proper positions. The
means are reliable and easily manipulated by even the very young whose
coordination ability is not yet highly developed. For example, a resilient
material may be used to secure the appendages to indentations in the
globe-shaped body. Other easily manipulated mechanical or magnetic means
may also be used when appropriate. The proper positioning of the segments
is facilitated by a plurality of cues formed on the body, each cue
resembling in shape its corresponding spherical segment. The cues are
visually or tactilely prominent. In a lower-level embodiment, indentations
in the globe-shaped body provide the cues, the segments being inserted in
the indentations.
In a third level embodiment, the globe-shaped body is provided with cues
for the placement of appendages in the form of appliques or inserts
bearing geographical representations. These appendages may be
three-dimensional and highly stylized representations of geographical
information. Lines of latitude and longitude are represented by raised or
indented ribs. To avoid obscuring the cues, the ribs stop at the periphery
of said cues.
In a fourth level embodiment, the globe-shaped body consists of a
transparent hollow sphere comprised of two detachably joined hemispheres
such that one may easily insert a skeletal framework representative of
lines of latitude and longitude. The cues being embodied are etched or
painted outlines on the inside or outside surface of the hemispheres.
Preferably, the segments are in the form of transparent three-dimensional
overlays. Opaque overlays may also be used. An equatorial disk and/or
quarter disk may be employed to illustrate the strata of the earth's
interior.
A fifth level embodiment of the invention generally comprises a hollow
sphere with longitudinal and latitudinal cross members thereon depicted.
These cross members may comprise raised or indented ribs. Appendages in
the form of spherical polygonal blocks are placed between the ribs such
that they form a relatively continuous surface. Each block has an outer
surface which is appropriately curved and provided with a geographically
significant representation.
A sixth level embodiment of the globe-shaped body of the invention
generally comprises a globe-shaped skeletal framework made up of
latitudinal and longitudinal cross members. Together, the cross members
define a plurality of spherico-polygonal windows. Each of these windows is
provided with a removable but closely-fitting block. Each block has an
outer surface which is appropriately curved and provided with a
geographically significant representation so that when the blocks are
fitted into their corresponding windows, their outer surfaces line up to
form a globe-shaped body having a relatively continuous surface and
geographically accurate representations of terrestrial features. The
skeletal framework of the blocks may be comprised of a resilient material
to easily snap the blocks into the windows. The skeletal framework of this
realization of the invention may alternatively comprise
spherical-triangular or spherical wedge-shaped elements or "slices,"
attached to the equator and the poles, or the poles by a variety of
mechanical or magnetic devices.
A removably attached shell of slightly larger radius than the globe-shaped
body may be provided and pivotally attached in a manner to illustrate the
so-called circle of illumination during the four seasons.
Desirably, the globe-shaped body is provided with a support in the form of
a base. Optionally, the support includes a removably attachable arcuate
frame of larger radius of the curvature of the globe with which the globe
is rotatable supported by suitable bearing means with a clearance space
between the surface of the globe and the arcuate frame and the latter is
provided with graduations representing degrees and graduations
representing the climatic zones between the poles.
BRIEF DESCRIPTION OF THE DRAWINGS
The character of the invention may be best understood by reference to some
of its structural forms, as illustrated by the accompanying drawings, in
which:
FIG. 1 is a view of an elementary instructional globe embodying the
principals of the present invention;
FIG. 1A is a view of an elementary instructional globe containing
appendages in the form of medallions and/or removable stylized continents
mounted to a support;
FIG. 2 is an enlarged section taken on the line 2--2 of FIG. 1A showing
attachment of a medallion to the globe;
FIG. 3 is a section taken on the line 3--3 of FIG. 1A showing a music box;
FIG. 4 is a perspective view of an instructional globe according to the
present invention in which the cues are embodied by shallow indentations
and/or etched or painted outlines with raised or indented ribs of latitude
and longitude stopping at the periphery of said cues;
FIG. 4A is a perspective view of an instructional globe showing the reverse
side of FIG. 4.
FIG. 5 illustrates the correlation of spherical segments to said cues;
FIG. 5A illustrates a profiled segment of stylized topography magnified
several times;
FIGS. 6 through 13 are sections showing alternative means for attaching the
segments to the globe within the cues;
FIG. 14 illustrates diagrammatically the capabilities of the
information-laden appendages to be progressively changed such as to form a
puzzle of countries, regions, etc.;
FIG. 15 shows an instructional globe according to the present invention
comprising two transparent hemispheres in which the cues are embodied in
etched, engraved, or imprinted outlines and the continent overlays are
comprised of transparent materials;
FIG. 16 shows one hemisphere of an embodiment of the globe-shaped body
shown in FIG. 7;
FIG. 17 is a fragmentary section showing means to join the hemispheres
shown in FIG. 15;
FIG. 18 shows a spherical surface segment for use with the FIG. 15
embodiment;
FIG. 19 is a section taken on the line FIG. 15;
FIG. 20 illustrates an internal skeletal structure for use with FIG. 15;
FIG. 21 shows in detail the strata of the earth's interior;
FIG. 22 illustrates a removably attachable hemispheric "circle of
illumination";
FIG. 23 illustrates a hollow sphere and means in the form of raised lines
of latitude and longitude for placing segments thereon;
FIG. 24 shows an exploded view of a skeletal instructional globe embodying
the present invention;
FIG. 24A shows a globe comprised of blocks, the gaps between the blocks
forming indented lines of latitude and longitude.
FIG. 25 is a perspective of a skeletal globe, the surface of which is
comprised of spherical wedge-shaped elements;
FIGS. 26 to 31 are alternative structures for sections of FIG. 24;
FIG. 32 is a perspective of a skeletal globe, the surface of which is
comprised of spherical triangular segments;
FIG. 33 is a plan view of a polar cap for the globe in FIG. 32;
FIG. 34 is a fragmentary perspective of the globe provided with alternative
fastening means for the triangular segments; and
FIG. 35 is an elevation of the globe-shaped body provided with a stand and
a removably attachable arcuate frame with elements that can be inserted in
slots at the poles.
DESCRIPTION OF THE PREFERRED EMBODIMENT
Referring first to FIG. 1, there is shown a globe embodying the general
features of the present invention comprising a first level instructional
globe-shaped body 9. The globe-shaped body 9 is provided with highly
stylized and simplified representations of terrestrial features such as
the continents, that is, land areas 2 and oceans 3. In a preferred
embodiment, the land areas 2 are three-dimensional and the oceans 3 are
configured with three-dimensional waves 4 in the form of convolutions,
depressions, or other sculpted or engraved representations. The land areas
2 may take the form of appendages 5, FIG. 13. Each appendage is removably
attached to the globe by means of one or more plugs 7 fixed to the back
side of the appendage 5 for insertion in holes 8 in the globe.
Referring to FIG. 1A, the globe-shaped body 9 is provided with highly
stylized and simplified three-dimensional representations of terrestrial
features such as continents 13 and 14 and oceans 15 and 16, the oceans
having convolutions simulating waves 8. A number of detachable appendages
in the form of medallions may be added such as 17 and 18, each bearing a
representation of a geographically significant fact or feature. Each
appendage 17, 18 is provided with a corresponding "niche" or location 19,
20 such that, on attaching each appendage to its corresponding "niche" or
location, the proximity of the representation on the appendage and the
location of the niche combine to visually reinforce a geographical idea.
In the embodiment depicted in FIG. 1A, the appendages 17 and 18 bear
pictures of certain sea creatures and their respective niches 19 and 20
correspond to the usual habitats of the creatures.
Desirably, the surface of the globe in the ocean part is configured, as
related above, to simulate three-dimensional waves 8 in the form of
convolutions or depressions and niches, FIG. 2. In the preferred
embodiment, the niches comprise concave depressions 22 at the base of the
waves 4, at the bottoms of which are openings 28. Openings may also be at
the top of the waves. These features enhance the visual reinforcement with
a kinesthetic component. The means for attaching the appendages or
medallions 17, 18 is shown in FIG. 2 and FIG. 1A, respectively. The
section through the niche corresponding to the appendage 17 in the ocean
part 15 shows the niche in the form of a shelf 21 with an upwardly concave
surface. At the bottom of the niche, there is a slot 28. The appendage 17
consists of a circular or oval medallion 23 bearing the representation 26
of a fish and is supported in the depression 22 by a neck part 24, and a
base 25. The medallion 23 is of a smaller radius of curvature than the
depression 22 when a depression is used. For this reason, when the
appendage is placed in its niche, with the base and neck part inserted in
the opening 28, a rotational motion of the globe-shaped body about its
central shaft 30 imparts an oscillation motion to the appendage, the
extent of which is shown by the dotted line 27, FIG. 2. The oscillation is
sustained by momentum of the base 25. This motion is pleasing to a young
child and helps to reinforce the associated geographic fact. The child
will want to give each medallion a "a ride around the world" by placing it
in its proper niche.
The child's attention can be further focused by the provision, as shown in
FIG. 3, of a motor 31 and a music box 32 inside the globe-shaped body. The
motor and music box can be battery or electrical type. It can also be of
the windup variety, preferably wound by a common key 33. The motor imparts
rotation to the globe, and may also power the music box.
The educational versatility of the first level globe may be enhanced by the
provision of further appendages in the form of appliques or inserts
bearing highly simplified and stylized spherical surfaces representative
of land masses, such as the continents 13 and 14. These should be
attachable and detachable, with cues provided for their proper placement.
The particular type of attaching means, and the choice of cues, will be
consistent with the coordinating ability and perceptual level of the very
young child.
A variety of embodiments of this form of the invention are described below
in connection with higher level globes. The particular type of attaching
means and the choice of cues will be consistent with the coordinating
ability and perceptual level of the child.
A second level embodiment of the invention is illustrated in FIGS. 4 and 5.
A globe-shaped body 40 is provided with cues for the placement of
appendages in the form of appliques or inserts bearing geographical
representations. The cues may be in the form of shallow indentations such
as 41 and 42, FIG. 4, in the surface of the body or may be defined by
printed, embossed or otherwise formed lines on the surface.
Major lines of latitude and longitude are represented by raised ribs such
as 43, 44. To avoid obscuring the cues, these raised ribs do not cross the
cues, but stop at the edges of the cues.
As shown in FIG. 4, the cues 41, 42, each correspond in outline to a
spherical surface segment representative of a geographical feature such as
a continent, island, ocean current, etc. For example, cues 45 and 46, FIG.
5, correspond in configuration, respectively, to segments 47 and 48, each
representative of land masses.
A number of novel, reliable, and uncomplicated means to secure the
shperical segments such as 47 and 48 to the globe-shaped body 40 in
response to the cues such as 45 or 46 are shown in FIGS. 6 through 13.
FIGS. 6 through 12 show means which are appropriate mainly when the cue 45
consists of an actual indentation or shallow recess in the globe-shaped
body. FIG. 13 illustrates means which is appropriate when the cues
consists of mere printed or embossed outlines, as will be described below.
FIG. 12 shows means appropriate when the cue comprises a recess or outline
and the spherical segment is further divided into subsegments, for
example, to represent subcontinents, countries, states, etc.
In FIG. 6, the spherical segment 47, representative of a continent, is
shown in cross section to be appropriately curved to match a curved recess
on the spherical surface, which recess constitutes the cue 45. Both the
globe-shaped body and the spherical segments are composed of a stiff but
resilient material such as plastic. The spherical segment is provided with
a rib 50 around its peripheral edge and a notch 51 is provided around the
corresponding peripheral edge of the recess cue. Thus, the spherical
segment may be snapped into place in the recess and held there by the
engagement of rib 50 and notch 51. Alternatively, the rib may be provided
on the periphery of the recess as indicated at 52 and the notch 53
provided on the peripheral edge of the spherical segment.
In the means provided in FIG. 7, the spherical segment 47 is provided with
a beveled edge 54 and the cue 45 is provided with an undercut edge 55. The
segment and the globe-shaped body are formed of resilient material as
above, and the segment may be snapped into place and removed as desired.
Whatever the nature of the cues may be (either recesses or mere printed or
embossed outlines), the attaching means shown in FIGS. 8 through 11 and 13
may be appropriate. In FIG. 8, the segment 47 is attached by means of
complementary pairs of hook and loop type fastening material such as
Velcro. In the illustration, spots of hook material 56 and 57 are applied
to the underside of the segment. Spots of the loop material 58 and 59 are
applied likewise in corresponding spots on the globe-shaped body.
As illustrated in FIG. 9, both the spherical segment 47 and the
globe-shaped body 40 may be formed wholly or partially of ferromagnetic
materials. These may be properly magnetized in relation to each other so
that the segment will be attracted mechanically to its corresponding cue
45. Likewise, the means may be produced by forming the parts from
electrostatic plastic, and setting up an electrostatic attraction between
the segment and cue in the manner of the electrostatic plastic games
marketed as Colorforms. Both types of attractive forces are indicated by
lines of force 60.
The segments may be reversibly held in place by a number of male/female
connector assemblies such as pins 61 and 62 and holes 63 and 64, FIG. 10.
Equivalents such as tabs and slots may also be used.
FIG. 11 shows a further means for attaching the segments. The segment 47 is
provided with a lip 65 around its periphery on its concave side. An
indented channel 66 is provided around the periphery of the recessed cue
45. The lip 65 fits snugly in the channel 66 to hold the segment.
The means shown in FIGS. 8 through 11 and 13 are also appropriate to attach
a subdivided segment. If the means of FIGS. 6 or 7 are used, however, an
equivalent of the structure illustrated in FIG. 12 could be employed. In
this case, peripheral edges of the subdivisions which do not engage the
outer peripheral edge of the cue instead engage supplementary securing
means such as the ridges 68 and 69. These ridges, for example, can be
provided with ribs such as 71 and 72 on ridge 69 to engage notches on the
inner peripheral edges of the subdivisions. The ridges further consitute
supplementary cues for the proper placement of the subdivision pieces
since they necessarily follow the outlines of the subdivisions.
The information or geographical representation borne on the spherical
surface segments can vary widely. As mentioned above, the simple outline
of land masses or the size and direction of ocean currents may be
indicated on the segments. Because the segments are detachable, however,
the present invention provides a plurality of segments for each cue, each
bearing a different type of geographical representation. For example, in
FIG. 14, the shallow cue 75 corresponding to the continents of South
America is provided with a primary segment 76a carrying a representation
of the political division of the continent. In accordance with the present
invention, a plurality of alternate segments are provided, each carrying a
different representation. Thus, segment 76b carries topological
information, segments 76c shows agricultural divisions and segment 76d
shows separation into language or ethnic areas. Each of these segments is
structured to be attached in one of the manners described above to the
globe-shaped body in response to its shaped correspondence to the shallow
indented cue 75.
Moreover, on a given segment, or anywhere on the globe-shaped body,
provision may be made for the placement of appendages representing
highlights of the local geography such as animals, ethnic types,
architectural or engineering accomplishments, flags, etc. It is now
evident how to employ, for this purpose, any of the various attaching
means elsewhere disclosed in this specification.
A third level embodiment of the present invention is illustrated in FIG.
15. A transparent or nearly transparent globe-shaped body 80 is mounted on
a shaft 81. Sperical surface appendages in the form of overlays 82 are
provided and carry georgaphical representations such a land masses,
islands, ocean currents, etc. The overlays 82 representing land masses may
be preformed three-dimensional spherical surface segments, FIG. 18. Those
overlays representing land masses are either translucent, transparent or
opague. In the preferred embodiment, appendages representing the land
masses are of a colored transparent material such that structure
representative of the strata of the earth's interior or representative of
the earth's grid system can be easily viewed.
The transparent body 80, FIG. 15, is preferably of two hollow hemispheres
84, 85. The hemisphere 84 is shown in FIG. 16. As the figure illustrates,
the cues of the invention are here embodied in etched, printed or embossed
outlines such as 86 formed on the inside or outside of the sphere. The
cues are visible due to the transparency of the globe-shaped body 80.
Lines of longitude such as 86 and latitude such as 88 are also etched,
engraved, or imprinted on the inside or outside surface. In the preferred
embodiment, the hemispheres 84, 85 are connected by pressure fittings 84a
and 88a in FIG. 17 or by like connections that will allow them to be
joined and separated easily.
FIG. 18 illustrates an overlay 82 which embodies one of the appendages of
the invention and carries geographic representations as described for the
segments of the second level globe. The appendages in the preferred
embodiment are of transparent material, many of which will be
three-dimensional. When desired, the spherical appendages can be made
opaque. The attachment is by any of the means shown in FIGS. 8 through 11
and 13. For example, FIG. 19, shows a cross section through an overlay 82
with attaching means 61', 62' analogous to those shown in FIG. 10. The,
pins 61' and 62' of FIG. 19 are inserted snugly in the holes 63' and 64',
respectively, of FIG. 16 to attach the overlay 82 to the cue 86.
The impact of this third level globe may be enhanced by the inclusion of a
skeletal structure inside the globe. This is represented in FIG. 20 by a
number of longitudinal members such as 90 and latitudinal member 96. This
third level globe may also be enhanced by inserting therein an equatorial
disk 95, FIG. 21, or a sector 97 of a disk, FIG. 20, representative of the
strata of the earth's interior, its various layers, and their relative and
absolute size relationship. As shown in FIG. 20, the sector of the disk
will be attached to the shaft 81 representative of the axis about which
the earth turns. The equatorial disk 95 is secured to the shaft 81 by a
flange 95A upon which the disk 95 is placed. A nut or bolt or the like
will hold the flange in place. Resilient clips are provided to attach the
sector 97 of the disk running from the equator to the pole in its proper
position. In this manner, the disk 95 and the sector of the disk 97 may
easily be removed from the hemispheres and replaced by the skeletal
structure depending on the lesson being taught. A polar sector 21C may be
included defining climatic zones.
For more advanced students, the globe-shaped bodies may be removably
attachable structure for illustrating the "circle of illumination" as it
would appear during the four seasons. That is, the division of the earth
into areas of night and day by the earth's rotation with respect to the
sun. As shown in FIG. 22, with the embodiment of FIG. 14 as an example, a
thin hemispheric shell 99 is illustrated whose inner radius is slightly
larger than that of the globe-shaped body 80. FIG. 22 illustrates the
provision of notches 97A--97A whereby the hemispheric shell 97 may be
adjusted upon the shaft 81 such that the "circle of illumination" may be
changed to show areas illuminated at different times of the year. The
notches 97A enable the hemispheric shell to be removably attached to the
shaft 81. The thin hemispheric shell 99 is preferably made of almost
transparent gray material such as tinted plastic to imitate shadow. The
notches 99A at the base of the shell and the extension at the poles enable
it to show light and dark areas during the four seasons.
Although the globe-shaped body of any of the above embodiments may be
formed as an integral unit, such as by injection or blow-molding, the
instructional value and play aspect are both increased when the student
builds the globe-shaped body up from components parts as illustrated in
FIGS. 23 and 24. These may be referred to as a fifth and sixth level
globe. To this end, the body 99.1, FIG. 24, is preferably made up of a
globe-shaped skeletal framework 100. The framweork is composed of
latitudinal cross members such as 101 and longitudinal cross members such
as 102. The cross members define a regularly arranged plurality of windows
such as 105. The windows whose sides are spherical lines of latitude and
longitude are "spherico-polygonal".
The remainder of the globe-shaped body 99.1 is filled out by the insertion
of specially constructed blocks in each window. Reference numerals 110,
111, 112 refer to a number of such blocks in unassembled stage, that is,
removed from their respective windows 105, 106, 107. Numeral 115, on the
other hand, indicates a block inserted in the appropriate window 116.
The blocks of the present invention, exemplified by 110, generally consist
of a lower section 117 and an upper section 118. The lower section is
adapted to be inserted in the window corresponding to the given block (in
this case, 105) and to be secured there by mechanisms which will be
described below. The upper section 118 projects beyond the lower section
on each side by about half the width of the corresponding latitudinal or
longitudinal cross member. This projection has the effect of forming a
detent 119 to properly limit the depth of insertion of the block.
Consequently, the outer surfaces of the blocks will be properly aligned
when the blocks are inserted and will together form a smooth and
subsequentially continuous spherical surface. The outer surfaces which are
exemplified by 120 are provided with outlines or drawings of terrestrial
features and water bodies which are appropriate for the position of each
block. The globe-shaped skeletal framework illustrated in FIG. 24 assumes
a great deal of geographical knowledge. The cues to the correct placement
of the "blocks" reside in the ribs forming the lines of latitude and
longitude.
In FIG. 26, the block 115a formed a resilient material is secured to the
cross members 125a and 126a which form the window 116 by the engagement of
a rib 127 along the peripheral edge of the window with a notch 128 around
the peripheral edge of the lower section 129a of the block. The upper
section 130 of the block extends beyond the lower section to form a detent
such as 131. The upper section 130 extends about one-half the width of
cross member 126a to meet with the upper section 132 of an adjacent block.
Thus, the blocks together form a substantially continuous and smooth
surface. Each of the alternative securing means described below also
includes such a detent-forming extension of the upper section of the
block.
In FIG. 27, the lower section 129b of the block 115b extends below the
cross members 125b, 126b and is formed of a very resilient material, such
as soft rubber. A slight lip 133 engages the bottom of the cross members.
To add to the flexibility of the block, the lower section 129b may be
formed of a hollow shell with a central cavity such as 134.
A very safe and inexpensive, but effective, manner of securing the blocks,
as illustrated in FIG. 28, is to form the lower section 129c from a spongy
material. This can be actual sponge, an artifical sponge of plastic, a
block of foam rubber, or equivalent materials. The lower section of the
block 115c may be simply squeezed into its window. As the figure shows,
the block is held by the pressure of the cross members, such as 126c,
129c.
A further means of securing the blocks is shown in FIG. 29. There, the
cross members 125d, 126d are made with an outward bevel corresponding to
an inward bevel on the lower section 129d, and complementary
friction-increasing means are formed on contacting surfaces such as 135,
136. Such means include a roughening of both surfaces, strips of cloth, or
strips of hook-and-loop fastening material such as VELCRO. Pressure
fittings may also be used.
As shown in FIG. 30, the blocks 115e may also be made up of magnetic
material or provided with attracting compositions to releasably hold
attracting ferromagnetic elements such as 137, 138 in positions to
releasably hold the block when it is inserted correctly in its window.
The blocks and indented cues may be integrated as illustrated in FIG. 31.
As shown in the cross section, two blocks 139, 140 are secured by any of
the means shown in FIGS. 26 through 29 (or their equivalents) to cross
members 141, 142, 143 to form a portion of the globe-shaped body 99. Block
139 is provided with a portion 121a of cue 121. In this figure, the cue
121 is an actual indentation having the shape of North America or a
subdivision thereof. Block 140 carries a further portion 121a of cue 121.
Spherical segment 123 corresponds to the cue formed by the joining of
portions 121a and 121b and is secured to the globe-shaped body by any of
the means illustrated in FIGS. 6 through 12 or their equivalents.
An alternative structure for this fourth-level globe is illustrated in FIG.
32 in the form of a skeletal framework 100. In place of the
spherico-polygonal blocks, a number of "tapered" or spherically triangular
sections such as 145 and 146, fill in the framework and bear the cues.
Each section may be attached to the framework, as is section 145, by the
insertion of a polar tab 147 in a polar slot 149 and by the insertion of
an equatorial tab 148 into an equatorial slot 150.
As alternatives to the polar tab/slot means, holes 149b may be provided at
the punctate ends of the triangular sections, FIG. 34 and an annular polar
element 149C is then provided having pegs 149d extending therefrom on one
side. The pegs are inserted through the holes 149B in the triangular
sections, holding them in proper position. If the pegs are inserted upward
from below, a further annular disk 149e may be provided having holes which
correspond to the pegs and may be pressure-fitted over them to further
secure the triangular sections. Optionally, FIG. 25, "wedge" or "slice"
shaped sections 145f may be used, each having two polar, punctate ends
145g containing holes 145h secured as described above to each pole of the
skeletal framework. The broad part of these double-tapered sections may or
may not be secured to an equatorial element.
Desirably, the globe-shaped body, in whatever form, is provided with a
support for convenience in assembly, for examination and for study and,
for this purpose, a base 152, FIG. 1A, may be employed, to which the lower
end of the shaft 30 is fixed with its axis at an angle corresponding to
the inclination of the axis of the earth to the plane of the eliptic. The
globe 11, FIG. 1A, is rotatable about the shaft 30 and, as previously
related, can be rotated about the shaft 30 by a motor 31, FIG. 3.
Alternatively, as shown in FIG. 35, the globe 153 is supported by a
support comprising a base 154 and neck 156 to which the lower end of an
arcuate frame 158 is detachably or permanently fixed. The arcuate frame
158 is of larger diameter than the globe. The globe is mounted between the
ends of the frame in concentric relation thereto by bearing means 160 and
162, with a clearance between the surface of the globe and the inner side
of the frame of sufficient magnitude to clear any protrusions on the
surface of the globe due to the presence of appendages attached thereto.
The lower bearing 160 can be a hollow shaft for receiving the winding stem
of the key 38 for the motor. The arcuate frame 158 is desirably provided
with flat surfaces 164 disposed in a diametral plane containing the polar
axis and is provided with divisions 166 representing angular distances and
with divisions 167 representing the climatic zones between the opposite
pole, to wit, the North and South frigid zones, the North and South
temperate zones, and the equatorial torrid zone.
The use and advantages of the invention are apparent from the above
description of the parts and their interrelations. In brief, a teacher or
child at study or play constructs the above-described globe from a
collection of parts in an intermediate state of assembly.
The amount of assembly demanded of the child in a given context depends
upon the features of geographical facts to be learned, as well as on his
interest, perceptual level, learning modes, coordination, and so on.
In general, the level-one globe of FIG. 1A encourages the child, by play,
to distinguish land from water, sea animals and the proper location of sea
vessels.
One can look upon the embodiment of FIG. 4 as a second-level globe in which
the student readily inserts appendages laden with geographic information
in the proper indentation, reinforcing the proper placement of these
features. As the student's conceptualization powers grow, appendages laden
with more sophisticated information are made available.
The embodiment of FIG. 14 represents the next step in learning growth, when
the student needs less prominent cues as to the proper placement of the
overlays.
In what may be called a fourth level of development, the child may progress
to the embodiment of FIG. 24. The student has learned the concepts
involved in latitude and longitude and the general location of continents
and the like. He is then in a position to construct the globe-shaped body
from blocks or sections. Each of these blocks or sections carries a
portion of the cues the student will use to guide his proper placement of
the appendages. The geographic concept represented on each appendage will
be thereby reinforced.
The teacher may construct the entire globe during a lesson. For example,
she may start with a skeletal framework, inserting the blocks in their
proper places to form the globe-shaped body with its collection of cues.
She may then attach the appendages in their proper places and attach the
shaft, a stand, and the hemispherical shell, rotating the globe to
illustrate the progression of the circle of illumination.
Or, the teacher may present a completed globe-shaped body (including its
cues) to the less knowledgeable child, who will then apply the spherical
segments with guidance from the cues. This will begin reinforcement of
geographical relationships, especially if cues are simple outlines, but
the spherical segments are information-laden. Thus, the outer surfaces of
the segments may have stylized topography, political divisions,
agricultural indicia, climate indications, indications of the flora and
fauna indigenous to a region, a representation of air or ocean currents,
etc.
Finally, a relatively sophisticated student may be given a skeletal
framework, a collection of blocks, and a collection of appendages as
described above and may be asked to form the globe-shaped body, attach the
appendages, and apply the circle of illumination by himself. A vast number
of geographical concepts are reinforced concretely in this manner.
It is obvious that minor changes may be made in the form and construction
of the invention without departing from the material spirit thereof. It is
not, however, desired to confine the invention to the exact form herein
shown and described, but it is desired to include all such as properly
come within the scope claimed.
Top